Part 18 (1/2)

I--COLONIAL COLLEGES

The Colonial colleges rose from the spirit of forty men, all educated at Cambridge, England, who lived in the New England colonies. John Harvard, a young minister, gave his library of two hundred and sixty volumes and half his estate of seventeen hundred pounds to found Harvard College.

The University of William and Mary rose in Virginia at this time, richly endowed at once with money, a tobacco revenue, and lands; this was the direct outcome of the school originally planned sixty years earlier.

Yale was founded in 1700, each trustee giving a few books as a guarantee; but it had been originally planned as early as 1647, when John Davenport had a lot set apart for a college in New Haven. Its early years were full of hards.h.i.+p; it existed at New Milford for fifteen years, and was not settled at New Haven until 1718, when it received a bequest of five hundred pounds from Elihu Yale.

All the colonies had grammar schools and a few had dame schools. The Ma.s.sachusetts law of 1647 provided that when a town had one hundred families or householders they must set up a school under penalty of a fine. One paper should deal with the interesting topic of these early schools, their discipline, their curricula, their teachers. Notice especially the famous teacher Ezra Cheever, who compiled a Latin book and taught in many places for seventy years. His salary, a large one, was sixty pounds a year.

Another paper may be on the lack of school advantages for girls in early times. A few went to the dame schools, but many to none at all. It was not until Revolutionary times that the Moravians established a girls'

school at Bethlehem and girls were admitted to the Penn School in Philadelphia and the Female Academy there; and in 1785 a girls' school was opened at Greenfield, Connecticut, and the Medford School near Boston in 1789.

Read from the opening chapter of ”Education in the United States,” by B. G. Boone (Appleton) and from ”Old Town Folks,” by Harriet Beecher Stowe.

Close this meeting with a talk on early education in general; show how poor the school system was in the early days of the nineteenth century; speak of private schools for boys and girls, of schoolhouses and playgrounds and their gradual improvement. Mention the founding of each great college and where possible show pictures of them from old books and catalogues. Speak of famous educators and college presidents, and also of such women as Mary Lyon; read from her life recently published.

Discuss the former att.i.tude of men toward women's education with that of to-day.

II--KINDERGARTENS

Education to-day usually begins in the kindergarten, so the second meeting may begin with this topic by presenting a paper on Froebel, his ideas and methods, the adoption of his system of early education all over the world. Have a brief discussion follow it, showing some of the possible disadvantages of the work. Are children paid too much attention? Are they over-amused? Is it a benefit to children in their later education to have it begun in the kindergarten?

The second paper should turn at once to the Montessori method of teaching. It should explain exactly what it is and show how it differs from the kindergarten. There is abundance of material in present day magazines to make it perfectly plain. Speak of the rapid advance children make in development under this new system. Then have again a brief discussion: Is the Montessori system adapted to American children?

Is it a benefit to them? Is it wise to develop the mind of a young child rapidly? What is the effect in its later education? Compare the system with that of the kindergarten. See: ”Dr. Montessori's Own Method,” by herself (Stokes), and ”A Guide to the Montessori Method,” Ellen Yale Stevens. (Stokes.)

Close this meeting with a talk by a trained kindergarten teacher, if possible, who can set before the club members the advantages of her work. If there is time, have some short stories read: ”The Madness of Philip,” by Josephine Baskam Bacon, and one from ”Little Citizens,” by Myra Kelly (both by Doubleday Page). Some songs of childhood will also be delightful between the papers or talks, and perhaps some little kindergarten children may come and sing also.

III--PUBLIC SCHOOLS

The next subject, that of the public school, is so large that a number of meetings should be devoted to it. Although only four papers are outlined here, there is sufficient material given for a dozen and more.

The first paper may speak of the early days of public schools and their inadequacy in the light of to-day, of their lack of suns.h.i.+ne and air, the poor buildings, the insufficient exits and arrangements for safety from fire. Then follow with a description of our great schools of to-day, showing pictures of them and noticing their beautiful architecture, their perfect equipment. The whole system of discipline and oversight should be spoken of.

The cost to the State of the public school is an interesting theme.

Notice in this connection that the United States has the shortest school day, week, and year of any civilized country. Discuss the fact.

The second paper should speak of the curriculum of the public school, and give a clear idea of what is covered by the child. Discuss: Is it too comprehensive? Is it sufficiently practical? Does it fit the child for business and home life?

The third paper should be on the health of the school child as the club members know of it. Is the building in which he studies clean, well-ventilated, and sanitary? Does he have too much home work? Is there a doctor to supervise the children's eyes, ears, throats, and general condition? Is there an oversight against contagion? Is the common drinking cup used? Is there a fund for cheap food for the very poor children?

The playgrounds and plays should be the next topic. These should be large, fitted to the needs of boys and girls, and there should be a teacher of athletics. Basket ball, foot and base ball, and games of all sorts should be encouraged, and a spirit of rivalry between schools fostered. Discuss: Are athletics neglected or overdone? Do our growing girls receive the care they need in this regard? If the playgrounds of the school are inadequate, can they be supplemented? Are the playgrounds used in summer time?

A brief paper following this may speak of the morals of the public school, the dangers and safeguards, and discuss the relation between teachers and parents in this regard. Is hygiene taught? Is a high standard of purity held up always?

Follow this by a presentation of the value to a school of a club for parents and teachers; one may be established if there is none, perhaps.

Beautifying the schoolhouse and schoolroom, having a library and a few pictures and casts, and making school life attractive are suggestions to be worked out, and the value of teaching sewing, cooking, the care of babies to girls, and manual training to boys.